Abstract: The objective of the present study is to identify the structure of core self-evaluation and explore its relationship with burnout among Chinese college students. One hundred eighty-four university students completed the Maslach Burnout Inventory-Student Survey (MBI-SS), Rosenberg Self-Esteem Scale (SES), General Self-Efficacy Scale, Rotter's Locus of Control Scale, the Neuroticism dimension of Eysenck Personality Questionnaire (EPQ), and Luhtanen & Crocke's Collective Self-esteem Scale. Results indicate that three of the four classic dimensions of core self-evaluation?self-esteem, general self-efficacy and collective self-esteem correlate positively with all three burnout dimensions，whereas neuroticism correlate negatively with all three burnout dimensions. On the other hand, locus of control fail to correlate significantly with any burnout dimensions. In three hierarchical models predicting burnout dimensions, collective self-esteem demonstrats significant increment variances of 2.4%-4.9% beyond four western classic core self-evaluation dimensions.The present study reveales an improtant component of core self-evaluation among Chinese college students:collective self-esteem.

Key words: student burnout, core self-evaluation, collective self-esteem

摘要： 本研究的主要目的在于探讨中国文化环境下大学生的核心自我评价概念包括哪些成分及其与学业倦怠之间的关系。184名大学生被试填写了Maslach倦怠量表-学生版，核心自我评价的4个分量表及集体自尊量表。研究结果表明，神经质与学业倦怠水平呈正相关，一般自我效能、自尊水平与学业倦怠水平呈负相关。内外控与学业倦怠的相关不显著。这说明Judge等提出的经典核心自我评价的4个维度可能并非都是中国大学生的核心自我评价的成分。集体自尊在预测学业倦怠的3个维度中均在经典核心自我评价的4个成分基础上有显著的增益方差。本研究揭示了中国大学生核心自我评价的重要成分：集体自尊。

关键词: 学业倦怠, 核心自我评价, 集体自尊